Status & Mindset Interventions
In her book Strength in Numbers: Collaborative Learning in Secondary Mathematics, Ilana Horn writes: “Judgements about who is smart based on prior achievement or social categories violate a fundamental principle of equity and are consequential: learning is not the same as achievement” (2012, p.20). The resources below were curated to help you redefine "smarts" in math, disrupt status divisions, develop growth mindsets, and foster a collaborative math community.
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Anticipatory Planning
How often does your planning for math involve searching for the "best" problem and then thinking about how you want to teach the problem? It's safe to say this is how most of us approach(ed) lesson planning. The problem with this approach, however, is that it is teacher focused and neglects to consider how students might perceive and respond to the problem. Conversely, anticipatory planning focuses planning efforts on imagining how students might respond to a problem and using that information to plan questions that will push and clarify student thinking and build understanding by sequencing and connecting approaches students are already using.
If you've ever tried to facilitate constructivist math learning in your classroom and it fell short of your expectations, it's likely because the key factor, anticipatory planning, was missing! The template below can help you prepare to facilitate constructivist math learning in your classroom. Grab a planning buddy and give it a try!
Observe & Collect Data
Conducting the Research Lesson!
The day of the research lesson the team engages in a pre-brief to set expectations and share their lesson goals with others who will be observing the lesson – often colleagues, other educators, and community members.
During the lesson, each team member closely observes the thinking of their assigned focus student and collects data. What did their focus student say and do? What factors contributed to any 'a-ha' moments?
After the research lesson, the team reflects on what they are learning about their research question and theory of action and hear from the content and equity commentators.
Overview
Gather & Organize
Research & Clarify
-
Hopes and Dreams for Students
-
Identify strengths & funds of knowledge
-
Determine a research question and theory of action
-
Determine a content and an equity goal
Research & Clarify
Anticipate & Plan
Observe & Collect Data
Debrief & Look at Student Work
-
What did focus students say or do?
-
How well did the lesson achieve the content & the equity goals?
Reflect & Share
To view videos from research lessons including an overview of the research team inquiry process, visit our memorialization blog posts from some of our public research lessons:
We are grateful to JFF, KnowledgeWorks’, and the Student-Centered Learning Research Collaborative and its funders for their support. Learn more at sclresearchcollab.org
